55: — ;7^' 

AN 



ADDRESS 



DELIVERED BEFORE 



THE SOCIETY OF THE ALUMNI 



HARVARD UNIVERSITY, 



THEIR ANNIVERSARY, AUGUST 27, 1844. 



K' 



By DANIEL APPLETON WHITE. 



PUBLISHED AT THE REaUEST OP THE SOCIETY. 



CAMBRIDGE: 
PUBLISHED BY JOHN OWEN. 



M DCCC XLIV. 



'K 



AN 



ADDRESS 



DELIVERED BEFORE 



THE SOCIETY OF THE ALUMNI 



HARVARD UNIVERSITY, 



THEIR ANNIVERSARY, AUGUST 27, 18-14. 



By DANIEL APPLETON WHITE. 



PUBLISHED AT THE REQUEST OF THE SOCIETY. 

CAMBRIDGE: 
PUBLISHED BY JOHN OWEN. 



M DCCC XLIV. 



llJ)^l^f 



Several passages in llic fullowing Address, on account of its length, 
were omitted in tlie delivery. 



C A M C n I D G E : 

METCALF AND COMPANY, 
rni.NTEns to the university. 



ADDRESS. 



Gentlemen op the Alumni, 

We stand on consecrated ground ; ground full of profound in- 
terest and hallowed associations. I must yield to its influence, 
however I may fail to catch or to impart its true inspirations. I 
have as httle inclination, as ability, to discuss, on this occasion, 
any of the great topics of philosophy or hterature, generally so 
appropriate to the time and the place. Nor would you, I am 
sure, wish me to enter upon discussions which derive a tenfold 
interest from the display of youthful genius, fresh from the disci- 
pline of the Muses, and eager to cull for your gratification the 
choicest flowers of learning. Age naturally thinks more of fruit 
than of flowers, and may well be allowed to aspire after that of 
the tree of life, whose leaves are for the healing of the nations. 

It is a delightful privilege to revisit our £lma Mater, at this 
season of her jubilee, to pay her the homage of filial gratitude, and 
in our fraternal communion to bring back to the heart something 
of the freshness and warmth of early affection. Leaving behind 
us the cares, the vanities, and the pride of life, we meet here as 
brothers, children of the same venerated parent, rejoicing together 
in grateful remembrance of the good she has accomplished, and in 
the animating hope that she will never fail to difflise the light of 
learning, truth, and virtue. It is good for us and for her that we 
should come up to her great festivals, not only for the soul- 
swelHng gratification it affords, but for a still nobler purpose ; to 
awaken a sense of our obligations, and rekindle at her altars the 
fire of devotion to her cause. 

On the present occasion, Gendemen, permit me, first, to express 
my lively satisfaction at the formation of the society which 



brings us together, and which is so happily designed to promote a 
more general and cordial union among the brotherhood of Har- 
vard. From the want of such a society, many of our number, m 
latter years, have failed to enjoy some of the most precious privi- 
leges of their literary birthright ; while a favored portion, asso- 
ciated for the purpose, have enjoyed them in a high degree. 
Some of us, having learned with them how dearly to prize the 
enjoyment, have felt a strong desire that it should be extended to 
others. " Not that we love Caesar less, but Rome more." Our 
Mna Mater has a right to the hearts of all her sons, and all her 
sons have equal claims to a cordial intercourse with her, and are 
entitled to a fraternal sympathy among themselves. The mutual 
benefits of such an intercourse and sympathy are too valuable to 
be relinquished or disregarded. 

I pray your indulgence for a moment, while I attempt to illus- 
trate the truth of these remarks, before proceeding to the more 
important consideration of our filial duties. 

It has been said, and from this place, that we have not holydays 
enough in New England ; that all work and no play makes Jack a 
dull boy ; — a remark, doubtless, alike applicable to Jack's father, 
and more important, perhaps, in its application to him, inasmuch 
as old dulness is exceedingly apt to sour into misanthropy or 

moroseness. 

But the character of holydays is of greater moment than then- 
number. To be at all desirable, they must afford suitable recrea- 
tion, without corrupting the manners or the principles of those who 
indulge in them. To be of much worth, they must excite social 
sympathy, patriotic sentiment, or virtuous emotion, as well as 
exhilarate the spirits. To be of the greatest value, they must 
also interest the higher powers of the soul, enliven and elevate the 
mind and the heart, and exert a propitious influence over man's 
whole nature, mental, moral, and physical. 

Of all New England's holydays, from her earliest years, none 
have come nearer to this high standard, or diffused a wider in- 
fluence, than those connected with her most ancient University, 
especially as enjoyed by its enlightened friends and Alumni. 
Harvard Commencements, in the times of our fathers, indeed, 
inspired a deep and universal interest. People of all classes 



rushed in crowds to join in the celebration, or in some way to 
manifest their joyous sympathies. These academic plains were 
thronged with bright and happy faces. The whole common was 
one living mass of tumultuous joy. The village church and 
the college halls resounded with equally ardent, though less boister- 
ous, notes of rejoicing. Beauty, wit, and learning, then, as ever, 
united their charms to add grace and splendor to the scene ; 
while the dignitaries of the land, the friends and patrons of educa- 
tion, and, above all, the privileged Alumni, with one mind and one 
heart enjoyed " the feast of reason and the flow of soul." 

But times change, and manners change with them ; in some 
respects, we trust, for the better. We would not again disturb the 
sweet repose of the common, nor would we recall the old- 
fashioned scenes of hilarity which once prevailed there ; and we 
could not, if we would, awaken the popular enthusiasm which 
used to give such animation and eclat to Commencement holydays. 
Colleges have sprung up all over the country, to share the pubhc 
interest and the popular favor. If we can now secure for our 
University the good-will of the people at large, we must content 
ourselves with whatever of affectionate enthusiasm may be excited 
in the breasts of her sons ; and one of the best means, doubtless, 
to secure the former, is to cherish and manifest the latter. A 
cordial union among the members of any household is a strong 
recommendation of the family to others ; and in our great 
literary family, a cuhivation of attachment and reverence to our 
common parent cannot fail to strengthen the bond of union among 
ourselves. 

" The appointment of festive anniversaries," says Mr. Burke, 
"has ever, in the sense of mankind, been held the best method of 
keeping alive the spirit of any institution."* 

Thus we see the value of our association in affording an ai)pro- 
priate holyday, a festive anniversary, on which the Alumni of 
Harvard, without distinction, may meet together and renew 
their college reminiscences, awaken early sympathies, cherish 
literary predilections, and enjoy the pleasures and contemplate 



7 Burke's Works, 75. 



the duties growing out of the mutual relation of our ^Ima MaUr 
and her sons. 

The advantages both to ourselves and to the University from such 
an intercourse must commend themselves even to tin se Alumni 
who are already associated in a more select manner ; although, in 
yielding their support to an additional society for the general good, 
they may feel called upon to exercise, in some degree, a feeling 
of generosity or magnanimity. To a truly noble spirit, the exercise 
of such a feeling does but enhance the pleasure arising from any 
act of duty or of benevolence. 

In considering the advantages to ourselves which we may 
reasonably hope will result from our intercourse as associated 
Alumni, let us look at some of the pleasures and benefits to be 
enjoyed by us. Deep in our nature lie the springs of social 
sympathy and mutual joy. 

In the period of youthful ardor, whatever awakens affection, or 
inspires interest, remains a source of pleasing recollection ; if the 
affection is vivid and the interest deep, the recollection is warmly 
cherished, with a constant desire to renew the gratification which 
was first experienced, to recall the circumstances which attended 
it, or to visit the spot where it was enjoyed. This desire becomes 
stronger, if the original gratification proceeded from the exercise 
of generous affection among companions pursuing together a laud- 
able object ; and stronger still, if these were companions engaged 
in the work of their own education, at that halcyon time of life 
when heart opens to heart in all the warmth of mutual sympathy 
and confidence, and intimacies spring up under the elevating in- 
fluence of mental and moral culture, out of which grow enduring 
friendships, pure, ardent, and disinterested, bearing the polish of 
letters, and the charm of classic associations. 

Hence the attachment of scholars, in all ages and countries, 
to the place of their education, — to the institution which with 
a mother's care has nurtured their expanding powders, and en- 
riched them with the treasures of learning, taste, and sentiment, — 
an attachment deep and strong, often kindling into enthusiasm, 
when their maternal institution has become venerable from an- 
tiquity, and endeared by the memory of a long succession of 
sons illustrious for their wisdom and goodness. Such feelings of 



attachment and admiration are echoed in tones of exultation on 
the banks of the Cam and the Isis, and they are surely not less 
natural or less precious on the banks of the Charles. The heart 
of no Alumnus can be closed against them, which is not already 
dead to every impulse of friendship or gratitude, and to all the 
attractive influence of letters. 

Yet, though not entirely closed, many a heart has been made 
indifferent, if not insensible, to these nobler feelings, by mere 
neglect ; as, indeed, what intellectual acquisition or moral excel- 
lence may not be lost through neglect ? Literary taste, love of 
science, professional skill, even habits of piety and virtue, as well 
as the finer sentiments of the soul, may all die of neglect. 

Gentlemen, the society, whose anniversary we celebrate, has 
been formed, and is calculated, to save the souls of our Alumni 
from such a calamity, so far as respects the extinction of college 
sympathies and attachments. Would you know the strength of 
these sympathies and attachments in their genuine vigor ? Ask 
yonder venerable elm, around which, from time immemorial, has 
gathered the graduating class in the hour of their farewell, that 
affecting hour which concentrated all that was most touching and 
dear to them as scholars and associates. There, beneath the 
shade of that consecrated tree, they poured out their hearts in all 
the frankness of young affection, buried in oblivion the petty 
strifes which at any time had risen among them, and resolved to 
carry with them into the world nothing to mar the beauty of that 
academic life which would ever come up in fond remembrance 
before them, nothing which would not serve to perpetuate their 
mutual love, endear for ever the name of Classmate, and bind them 
still closer to their venerated ^Ima Mater. 

Such are the sentiments and feelings which naturally gush from 
the heart of every true son of Harvard, at the moment of taking 
with his class a final leave of these endeared retreats of learning. 
And what sentiments and feelings are more worthy to be cherished 
by him through life ? What can be more conducive to his rational 
enjoyment, to the growth and expansion of his benevolence, to 
his whole intellectual and moral well-being ? 

Upon entering the hard world, we need the warm and softening 
influences of our early sympathies and literary attachments ; we 



need often to recur to the generous afTections and friendships, the 
virtuous emotions, purposes, and aspirations, whicli swelled our 
bosoms in the bright and happy days of our sojourn here, and 
which can be most eflectually revived only by intercourse on the 
same hallowed spot. Without some such refreshment of our 
better nature, we are ever in danger of becoming hardened our- 
selves, through the worldliness of gain, the selfishness and dissipa- 
tion of pleasure, the heartlessness of fashion, or the induration of 
pride, or from all together ; for all may cooperate at once to chill 
the finer sensibilities of the soul, till we are unconscious or ashamed 
of them, and even smile at the simplicity which cannot keep their 
very existence a secret. 

Had we further time to bestow upon this interesting topic, I 
might suggest some striking illustrations from actual experience. 
I might point your attention to a noble class of Alumni, who, for 
more than forty years, have exhibited a bright example of fraternal 
union and filial devotion. Athirst for the good things of the soul, 
they have failed not to come up hither to slake their thirst at the 
fountain-head. Thus they have become brothers, not in name and 
profession, but in deed and in truth ; fathers, also, to the orphans of 
deceased brothers ; and exemplary in both relations. Nor in these 
only ; their virtues have adorned the walks of science, the learned 
professions, the legislative halls of the country, and the chief 
magistracy of the Commonwealth. 

Illustrations yet more particular might be suggested. Seek out, 
if you can, from the whole body of Alumni, any individual, who, 
for more than half a century, has been faithful to his college rela- 
tions, alive to the kindly affections involved in them, and heartily 
performing for his Jllma JMater minute as well as important ser- 
vices ; I will venture to assure you, that in his breast, whoever he 
may be, however silvered his locks, you will find the salient springs 
of all good feeling, full and flowing, fresh as ever. 

The advantages which may accrue to the University from our 
association will sufficiently appear from the views which we now 
proceed to take of some of our duties as Alumni, and of the manner 
in which we may best fulfil them. My selection of so grave a 
subject will not, I trust, be regarded as trenching too much upon 
the preacher's province. 



Important duties are so intimately blended with all our higher 
pleasures and pursuits, that proper illustrations of duty cannot be 
incompatible with occasions of rational and literary intercourse. 
The spirit which prompts to duty is as essential to the true en- 
joyment of life, as it is to true wisdom and virtue. Without the 
principle and sentiment of duty, "what is friendship but a name? 
And love is still an emptier sound." 

I trust, also, that the duties growing out of our relation to the 
University, duties of filial gratitude, will not be regarded by any 
who hear me as of too shadowy and unsubstantial a nature to be 
urged upon the attention and conscience of all from whom they are 
due. There may have been individuals bearing the honors of an 
education here, who held themselves quit of all reciprocal obliga- 
tions by an honest payment of their quarter-bills. Possibly they 
were right in thinking they received no more than their penny- 
worth. If so, the failure must have been attributable to them- 
selves, or to endowments altogether too peculiar to entitle their 
case to consideration in the view we are now taking, a view which 
embraces the great mass of those who come to this seat of learn- 
ing with susceptible minds and hearts and rightly determined wills. 
All such, besides their commons and recitations, for which they 
may be supposed to pay, are sure to find treasures of intellect and 
of soul, which are above all money and all price. 

To you, Gentlemen, I need not undertake to point out the 
nature of these treasures, or how they are won. Your own vivid 
recollection, better than any description, will bring before you the 
intellectual and social drama of college life, with its diversified 
scenes and mixed characters ; scenes ever shifting, and characters 
infinitely various, presenting every phasis of human society and of 
human nature. 

The mental faculties, the social affections, the agitating pas- 
sions, in their turn or together, are called into vigorous action, 
stimulated by lively curiosity, by love of knowledge and of ex- 
cellence, by unreserved intercourse and confidence, and by ar- 
dent sympathy and the bold spirit of freedom. 

In the collision of minds, thought strikes out thought, wit 
brightens wit, reason tasks reason, fancy rouses fancy, and genius 
2 



10 

kindles genius. Mines of intellectual wealth are opened to reward 
the diligence and skill of every explorer. 

In the more spiritual coninuinion of heart with heart are fostered 
influences of immortal growth, which serve to exalt and ])urify the 
ambition of scholarship. 

The social feelings, genuine, fresh, warm, and elevated by a 
love of the true and the good, spread a charm over every scene, 
whether serious or gay, whether of mental exertion or merry 
pastime and recreation, whether of literary display, or athletic 
sports, "jests and youthful jollity." 

The stormy passions have their day, and sometimes break forth 
with tremendous excitement, when called into conflict with that 
dread power whose decrees and orders in council, issued in con- 
travention of academic rights and the inborn spirit of liberty, 
must be resisted to the death. 

But good springs even from conflicts and excitements. All 
these varied energies of intellect, and feeling, and will, and dis- 
cipline, tend to the great and desired result. Advancement is 
made in science and philosophy, in sound learning and robust 
virtue. Knowledge is acquired of self, of one another, and of 
human nature. The fruits of experience ripen into wisdom. 
Benevolent affection expands into philanthropy. The nobler 
powers of the soul are developed. Views of humanity are 
enlarged ; liberal and manly sentiments imbibed ; just and lofty 
principles implanted. On the basis of these, character un- 
folds itself, and is established in its essential lineaments and pro- 
portions. To crown all, comes friendship, that priceless wine 
of life, — pure, constant, generous friendship. And where on 
earth are to be found such friendships as our Jlhna JMaler pours 
from her bosom into the hearts of her faithful sons ? 

Such are some of the inwrought treasures of mind and charac- 
ter which every son of Harvard, who is true to himself and to 
her, carries with him into the world. He also carries in his heart 
a debt of gratitude, from which he cannot be absolved, — and 
would not, if he could. For it is not a burden, but a solace, a 
delight, which payment itself does but increase. INlingled with 
filial love and reverence, and associated with the dearest recollec- 
tions of youthful experience, it attends and cheers him through 



11 

life's longest pilgrimage on earth, — "nor quits him when he 
dies." 

In thus speaking what we know of Harvard College, we shall 
not be understood as derogating from the merits of any other in- 
stitution of learning. To be capable of this, we must have im- 
bibed little indeed of the genuine spirit of our own. We should, 
on the contrary, rejoice to see a representative association from 
the Alumni of all our colleges, forming a sort of national literary 
congress for the cultivation of a community of interest and feel- 
ing, and for the better promotion of education and of science and 
letters throughout the country. 

Nor shall I, in reminding the Alumni of Harvard of their pe- 
culiar responsibilities, be supposed to assume for them exclusive 
privileges of duty. The history of our University is bright with 
the names of generous benefactors whom she has not the honor 
to rank among her sons. What they do as good citizens or as 
friends, we are to do, ex animo, as sons. 

What, then, are the duties which claim our special attention ? 
Pecuniary benefactions are not the only, nor, indeed, the most 
valuable, expressions of duty and good-will to our honored Uni- 
versity. There are other means of advancing her welfare, and 
other services to be rendered, which are far more important, as 
well as more difficult to be obtained. Gladly should we see the 
streams of bounty flowing in, till her fountains of learning were 
filled, and all might come and partake of the waters freely. Nor 
need we despair of realizing such a result in due time, through 
the continued smiles of a munificent Providence. Princely mer- 
chants, like the high-minded Munson, will bring their bountiful 
offerings, emulous of the spirit which consecrates a life of indus- 
try, and adds grace and dignity to the possession of riches. Opu- 
lent and grateful Alumni will come forward, eager to share in the 
purest honors of illustrious predecessors. The day is rapidly 
approaching when the exterior richness and beauty of Gore Hall 
will but faintly represent the abundant treasures within. 

Many of our worthy Alumni may be ready to exclaim, " Silver 
and gold we have none " ; — they need but add, " Such as we have 
we will give," and they may all be genuine benefactors. The 



12 

fruils of experience and rcncction, the counsels of wisdom, and 
tlie efforts of sound intelligence and well applied labor, are more 
precious than silver and gold, and are always requisite to give 
to these any real value in the work of education. Immortal Har- 
vard himself, who so bountifully provided means for founding the 
College, was not more truly a benefactor than the admirable Dun- 
ster, who labored so wisely in the application of those means, and 
laid broad and deep the foundation principles of instruction and 
discipline. And we cannot look around us upon these beautiful 
academic groves and verdant lawns, so gratifying to the eye of 
taste, and so refreshing to the studious mind, without feeling that 
the Lowells and Higginsons of a recent day are entitled to share 
in our warmest gratitude with the Gores and Danes. 

When we behold all that wealth and public spirit have accom- 
plished to carry out the noble design of the founders of this insti- 
tution ; the stately and commodious halls erected, with tl)e li- 
braries, and various treasures of science and of art accumulated 
within them ; and remember the liberal endowments already made 
for the advancement of learning, we can have no anxiety as to the 
physical means of the University for attaining its high destination. 
And when we recollect the number of learned and accomplished 
teachers and professors employed in its intellectual work, and 
consider the ability and vigilance of those select guardians who 
regulate the whole academical system ; and especially when we 
look up to that honorable and reverend board, the concentrated 
wisdom and dignity of the Commonwealth, whose duly it is to 
oversee all, and to infuse into all a spirit of conscientious fidelity, 
we might imagine that nothing is left for us to do, but to approve 
and to admire. 

But, Gentlemen, who shall oversee the Overseers .'' * This 
high prerogative appertains to all the Alumni, by virtue of their 
filial obligations. It is their inalienable right, which, on every oc- 
casion for its exercise, becomes an imperative duty. They are 
bound to oversee the whole University, its various interests, its 
several faculties, and its public functionaries, and to afford aid and 
light, as they have ability and opportunity, in promoting its great 

* Quis custodict ipsos 



Custodcs? — Juv. 



13 

objects. Whoever may be their organ, on any occasion, will best 
discharge his duty by speaking with perfect freedom as well as 
candor in treating subjects of deep and common concern ; present- 
ing the results of his own reflection, the honest convictions of his 
judgment, and seeking what is true and right, even more than what 
maybe pleasing. Variety of views, alike desirable and useful, will 
thus be attained. Frankness is due both to ourselves and to the 
guardians of the University, who, being actuated by a lofty desire 
to advance its welfare, will gladly welcome any suggestions pro- 
ceeding from the same sincere and elevated desire in others. 

Let it be our first care to afford aid and light by our own exer- 
tions and example. Whatever special duties may at any time be 
assigned to us, let us, though at the cost of some personal sacri- 
fice or self-denial, perform them faithfully and heartily. I refer 
not here to those of our number, whose services are covenanted 
to the University, and whose lives are devoted to the fulfilment of 
permanent, essential duties. They cannot but be faithful. Ex- 
emplary fidelity can never seem to them a vain thing, for it is 
indeed their life ; nay, more, it is the life of those who are com- 
mitted to their care ; and more still, it is the life of the pubHc and 
parental hopes which cluster around them. I refer more particu- 
larly to those whose services are not thus pledged, but who are 
occasionally called to the performance of duties, as examiners or 
otherwise, of a few hours' or a few days' duration, yet duties 
which demand a prompt attention. Let us not suffer any such 
calls of duty to pass by as the idle wind which we regard not. 
Remembering ihat they form an important part of an established 
system of education, let us consider of how little moment, com- 
pared to them, are all matters of mere personal convenience or 
gratification. 

Those Alumni who attain to the high honor of superintending 
the concerns of an institution so important to the country, and so 
dear to themselves, cannot fail to be impressed with a deep sense 
of their responsibihty. The very magnitude of their duties will 
command profound attention ; while the elevated honor and con- 
science, which bind them to fidelity, will preclude intentional 
error, and exalt them far above all selfish and sinister views. Yet 
they may err, for infallibility pertains not to mortals ; and there 



14 

may rise up among them associates in duty who " knew not 
Joseph " ; strangers to our Mma Mater, with the feehngs of 
strangers, possibly with the bitter prejudices of opponents. Her 
rights and her fair fame may be assailed. It then becomes the 
sacred duty of her sons, who know her worth and her deserts, 
to stand forth in her defence ; to raise, for her protection against 
all assaults, the broad shield of justice ; and justice is all she de- 
mands at their hands. She asks no favor to herself or any of 
her household. If her servants or agents have failed in their duty, 
let them answer for it at their peril. This is but part of the 
justice which she demands. But let no imputations of wrong be 
cast upon her. Let no felonious arm be raised against those 
rights guarantied to her by the fundamental laws of the land. Let 
no unhallowed voice be lifted in reproach of that intrinsic excel- 
lence which our fathers through every generation have blest and 
honored ; that exalted spirit of freedom, truth, and piety, which 
has constituted her essence from the beginning, and which, we 
trust in God, will never forsake her. 

If we now look a little more distinctly into the constitution and 
true character of our University, we shall see more clearly her 
strong claims to our support and veneration. 

In no respect was the wisdom of our forefathers more apparent, 
than in the adaptation of their laws and institutions to their real 
and prospective wants. Bringing with them to New England a 
full knowledge of the laws, usages, and institutions of the mother 
country, they established here what was most applicable and 
useful, modified to suit their situation and necessities. In 
founding Harvard College, they kept in view the constitution 
of the English colleges, especially those of Cambridge, as a 
general model, adopting substantially the same system of instruc- 
tion and discipline, of intellectual, moral, and religious education, 
with enough of academic forms to give suitable dignity to their 
public proceedings, but excluding every thing inconsistent with 
their own principles of liberty and republican policy. The broad 
charter of the College contains not a word to justify the slightest 
encroachment on the freedom of the mind and the conscience, 
while it grants the amplest powers " for the advancement and 



15 

education of youth in piety, morality, and learning," and " in all 
good literature, arts, and sciences " ; embracing in its large 
Christian spirit the Indian youth of the country equally with the 
English. In this, what a contrast to that proud and hardened 
avarice which drives the poor Indian of our day from every 
approach of civilization ! 

To Henry Dunster, a graduate of Magdalen College, Cam- 
bridge, whose rare merits have been so gratefully illustrated by a 
successor of kindred spirit, in a History of the University, worthy 
of its noble subject, — to the learned and heroic Dunster are we 
indebted, more than to any other individual, for that liberal and 
profound system of education, planned and brought into operation 
by his wisdom and energy, — a system comprehending in its scope 
every branch of human learning, capable of being expanded to 
meet the wants of all coming ages, and reaching to the depths of 
human character, and to the springs of all virtue and all excel- 
lence. 

Had Dunster been a bigot, instead of being a Baptist,* how 
different might have been the results of his influence upon the 
College, upon the Commonwealth, upon all New England ! 

His scheme of instruction and discipline was formed in the 
true spirit of the charter, and manifests a deep insight into 
human nature, a penetrating knowledge of the best means of 
intellectual and moral culture, and the most effective method 
of forming the pupil to habits of virtue, piety, and deco- 
rum. The mind and the heart, the conscience, the manners, and 
the health, were all made objects of care. His design was to 
educate, not merely to teach, — to train the whole man, not to 
inform the mind only, — to make, not scholars, but men, able, 
enlightened. Christian men, pillars of the state, burning and 
shining lights in the church. 

In accomplishing such a design, as he well knew, scholars must 

* It is a remarkable coincidence, that the first two presidents of the Col- 
lege, Dunster and Chauncy, and its greatest early benefactor, Ilollis, were 
all Baptists. "The free and catholic spirit of the seminary," says Dr. Col- 
man, speaking of Hollis, " took his generous heart." A Baptist, not a 
sectarian, he only required that Baptists should not be excluded from the 
benefits of his bounty, " and none others but rakes and dunces.'''' 



16 

indeed be made ; for all the intellectual powers are developed and 
disciplined, the mind is enriched with various knowledge, and 
genius triumphs together with virtue in the final result. 

The constant exercise of the intellect, indeed, formed a striking 
feature of excellence in the system of study and discipline brought 
into operation under President Dunster. Religion, which lay at 
the foundation of the system, — a religion untinged by superstition or 
fanaticism, — was so taught as to inform the understanding and dis- 
cipline the faculties, while it penetrated the heart. The Bible, 
the noblest text-book of education ever vouchsafed by Heaven to 
man, was the religious classic adopted, and its study by the 
scholar was made as much an intellectual as a spiritual exercise. 

So, too, was attendance on public worship ; the scholars being 
required "to give an account of their profiting" from the dis- 
courses they heard, and " to use the helps of storing themselves 
with knowledge as their tutors should direct " ; a practice which 
must have kept their minds wide awake in times of public worship, 
and strongly conduced to habits of attention and reflection, and 
thus to secure a permanent intellectual acquisition of great value, 
whatever might be the particular knowledge acquired.* Such 
a practice, however, would seem to make it necessary for the 
tutor as well as the student to attend public worship ; an objection, 
probably, little thought of in that day. The mutual advantage of 
bringing the mind, and, what is more, the heart, of the pupil, into 
so close and cordial a communion with the mind and heart of the 
teacher was an infinitely higher consideration. The delightful 
effect of such a cordial intercourse is illustrated by the Rev. Dr. 
Colman's hearty commendation of his tutor. Brattle, applicable, 
doubtless, to other tutors of the seventeenth century. " He was," 
says Dr. Colman, " an able, faithful, tender tutor. He counte- 
nanced virtue and proficiency in us, and every good disposition he 

dfscerned with the most fatherly goodness ; and dismissed 

his pupils, when he took leave of them, with pious charges and 
with tears."! 

* See "The Laws, Liberties, and Orders of Harvard College, confirmed by 
the Overseers and President of the College, in the years 1642, 1043, 1044, 
1645, and 1646, and published to the Scholars for the perpetual preservation 
of their welfare and government." — 1 Quinry^s Hist. Harv. Univ., 515. 

t 1 Mass. Hist. Coll., vii. 56. 



17 

This amiable and excellent character brings at once before me 
my own honored tutor, who resembled his predecessor, Brattle, 
not more in being the author of a like valued system of logic, than 
in his virtues, love of learning, and true-hearted devotion to his 
duties and to the College.* 

The scholars, being held to honor as parents their tutors and 
guides, were in turn regarded by them in the light of children. 
The academic style of addressing them was by the simple sur- 
name only, a style beautiful from its ancient simplicity and appro- 
priateness. Sometimes, especially in the president's study, a 
scholar would be met by the more familiar appellation of " child." 
There are those yet among us who will never forget the truly 
paternal manner in which we were thus addressed by the venerable 
President Willard, his face beaming with love, however dignified 
might be his air.f In his day, a style of address betokening 
equality with masters of arts, and seeming to negative the filial 
relation, would have sounded, intra Collegii limiles, as shock- 
ingly barbarous. 

Even in moral discipline, President Dunster, in keeping the 
scholars constantly and appropriately occupied, relied mainly on 
the exercise of the intellect, at the same time that he instilled 
into the heart sentiments of virtue and piety, and sedulously op- 
posed the beginnings of moral evil. His rules to this end may 

* Levi Hedge, LL. D., late Alford Professor of Natural Religion, Moral 
Philosophy, and Civil Polity. 

f Joseph Willard, D. D., LL. D., president from 1781 to 1804, a man re- 
markable for majesty of person, nobleness of mind, and dignity of deportment, 
solid talents and profound learning, exalted piety and virtue, true wisdom and 
firmness, united vi'ith a fatherly affection for the students and a constant devo- 
tion to the University. With such a president, and such professors as Tap- 
pan, Pearson, and Webber, and such tutors as Hedge and Popkin, — all 
learned, faithful, and exemplary men, — tvi^o things only seemed greatly 
wanting ; first, the absence of intoxicating drinks, always a principal cause 
of disorders in college, and of ruined characters among the scholars; next, 
instead of the too formal and distant manner which generally prevailed in the 
intercourse of instructors with students, the exercise of mutual frankness, 
confidence, and sympathy, together with a more cordial cooperation in the 
one great object of both, — true education. 
3 



18 

now appear scrupulously exact, but he looked deep into the philos- 
ophy of early education. Obsta principiis was the maxim practi- 
cally and faithfully applied by him for the prevention of evil habits.* 

The very forms introduced by him were full of substance. 
That used in scholaribus admiltendis distinctly recognized the 
essential rights of the pupil ; rights involved alike in his own duties 
and in those of his teachers, and demanding a faithful performance 
of both. While the pupil was made to promise a fulfilment of 
duties on his part, the president and tutors expressly engaged 
that they would not be wanting in what was incumbent on them, 
but would do all in their power to promote his advancement in 
learning and piety. Every tutor, also, upon his intioduction into 
office, solemnly engaged that he would exert his care to advance 
the students committed to his charge in all divine as well as human 
learning, and especially, " ut moribus honesle et inculpate se 
gerant.''^ f 

The course of scientific and literary studies pursued under such 
men as Dunster and Chauncy, we may be sure, comprised the 
most solid and valuable learning of the times. J The immediate 
and eminent success with which this was taught we may learn from 
the admiration which the author of " New-England's First Fruits" 

* A single regulation, confirmed by the Overseers in the time of President 
Dunster, shows how entirely they cooperated with him in resisting the be- 
ginnings of evil, while it manifests their wisdom and foresight in guarding the 
moral and physical w^elfare of the students. The regulation referred to is 
that which forbids their using tobacco, " unless permitted by the president, 
with consent of their parents or guardians, and on good reason first given by 
a physician, and then in a sober and private manner." — 1 Qutna/^s Hist. Harv. 
Univ., 518. 

■f 1 Quincy's Hist. Ilarv. Univ., 579. 

I " For admission ir.to the College, it was necessary to construe and write 
Latin, to construe and write Greek, particularly the New Testament, and 
to be of good moral character. The studies pursued in College were, the 
Latin, Greek, and Hebrew languages. Arithmetic, Geometry, Geography, 
Mathematics, composing Latin both in prose and verse. Logic, Ethics, 
Physics or Natural Philosophy, Public Declamation, Disputations both in 
English and Latin, the Chaldee and Syriac languages, and Astronomy. The 
students were also required to attend the lectures given by the president and 
other instructers, which were numerous in the course of the week. From a 
statement made by one early acquainted with the College, it is evident, the 



19 

expressed, at the time, of Master Dunster's training of his pupils 
" in the tongues and arts," and of their progress in learning and 
godliness ; and still more from the distinguished character of the 
first class of graduates, scarcely surpassed, indeed, by that of any 
one of its successors. 

Truly has it been said by an illustrious son, that our Jllma Ma- 
ter was " mature in youth." Yes, like the fabled Minerva, she 
sprung into life, at once complete and vigorous ; the more vigor- 
ous, in effect, from being encumbered with no superfluous armor. 

The excellence of the system of education thus established in 
Harvard College is attested by the early annals of New England, 
and demonstrated by the whole history and character of our Com- 
monwealth. We read it in her intellectual power, in her moral 
and religious strength, in her educational wisdom, in her political 
sagacity, in her love of well ordered liberty, and in her enjoyment 
of the richest blessings of civil and social life. 

A single fact, better than volumes of declamation, will illustrate 
this early and all-pervading influence of the College. 

The Rev. Dr. Chauncy, of Boston, and the Rev. John Bar- 
nard, of Marblehead, having an extensive acquaintance with the 
prominent characters of this part of the country, during the earlier 
and greater portion of the last century, were applied to by Dr. 
Stiles, just before the American Revolution, to give him an 
account of all the most eminent men produced in New England, 
whom they had ever known. Of the whole number enumerated 
by them, being about seventy, mostly divines, but including dis- 
tinguished jurists, men of science, and assertors of liberty, all but 
three were educated at Harvard College.* Similar facts, not less 
remarkable, show the continued agency of this seminary in pro- 



pupils were diligently occupied in their studies and in attending the lectures 
delivered for their instruction ; and that it was also made their duty to read 
the Scriptures daily, and to submit to an examination by their teachers as to 
their understanding of the doctrines of the Bible, and of their proficiency 
therein . " — Historical Sketch of Harvard University, hy Alden Bradford. Am. 
Quarterly Register, ix. 334. 
* 1 Mass. Hist. Coll., x. 154. 



20 

diicing the eminent men of New England, more especially of 
Massacliuselts. Look at the great civilians vvlio were the agents 
of this Commonwealth in accomplishing our national independence, 
establishing and carrying into operation the Federal Constitution, 
and in conducting the judiciary and executive government of the 
State, to the end of the last century ;* you will find that nearly all 
of them were favored sons of Harvard, " quibus,^^ in the language 
of an early president of the College, " libere pkilosophari conligity 
ct nullius jurare in verba magisiri.^' f 

Such was the training of the heroic men who achieved the 
glory of Massachusetts, and set an example of practical wisdom 
and liberty for the instruction of mankind. Such, too, was the 
training of the learned men who were worthy to record their deeds. 
To whom, but our t^lma Maler^ belong the Hubbards, the Hulch- 
insons, the Belknaps, and the Minots, of former days ? To her 
also belong those accomplished historians of our own day, whose 
brilliant fame has travelled to the remotest bounds of letters, 
reflecting back its lustre upon their native land. 

In juridical science she has had her Viner, of hardy intellect 
and expansive soul ; blessed be his memory ! She still has her 
Blackstone, a genuine benefactor too, and long may he live, to 
bless his University and his country ! 

We forbear further allusion to illustrious graduates, who have 
adorned the various professions, the walks of profound science, the 
temples of the fine arts, or the high councils of the nation. We 
should not know where to begin or where to end. Besides, our 
object is not to extol them or their University, but to illustrate the 
nature and effect of her established system of education, and to 
show its soundness, its efficiency, and its intrinsic value. 

* All the five signers of the Declaration of Independence, from our Com- 
monwealth ; all but four of her twenty-two delegates to Congress, under the 
Confederation ; all the nine delegates from Boston to the several Provincial 
Congresses ; all the five delegates appointed by Massachusetts to the Conven- 
tion for framing the Federal Constitution ; all the five judges of her Superior 
Court of Judicature, at the outbreak of the Revolution, and all but one of 
the fourteen judges appointed under the State Constitution, in the last cen- 
tury ; and all the governors elected by the people, during the same lime, 
were educated at this University. 

t Mather's Magnalia, Book iv., p. 132. 



I 



21 

The distinguished head of an American University has borne his 
testimony to the excellence of the education afforded by our older 
colleges. In " Thoughts on the Present Collegiate System in 
the United States," Dr. Wayland says, " No one can contem- 
plate the earlier literary institutions of this country, without the 
most profound respect." And after remarking upon their success 
in producing eminent characters, such as we have just referred to, 
and comparing it with that of succeeding times, he adds, " Our 
fathers, if they blush, must blush for their descendants."* 

Of the system of education which has proved thus rich in bless- 
ings to the country, moral discipline forms an essential part ; not 
less essential, certainly, than intellectual and literary culture. 
"Piety, INIorality, and Learning" are the great pillars of the 
edifice, build up and embellish it as you may with " all good 
literature, arts, and sciences." No expansion of the structure, 
no alteration or increase of apartments, no addition of accommo- 
dations or elegances, can compensate for any decay or mutilation 
of the main pillars. 

In this view of the system, we see our duty in regard to im- 
provements or reforms which may be called for in the progress 
of time. Wisdom and experience presided in the formation of 
the system, and they — not speculation and experiment — are the 
oracles to be consulted in all our endeavours to introduce improve- 
ments. " To innovate is not to reform" ; to change a system is 
not ordinarily the way to improve it. " In order to introduce 
real improvements," Dr. Whewell, the learned Master of Trinity 
College, Cambridge, in his " Principles of English University 
Education," very justly observes, " we must bring to the task 
a spirit, not of hatred, but of reverence, for the past ; not of con- 
tempt, but of gratitude, towards our predecessors. If we are able 
to go beyond them, it must be by advancing in their track, not 
by starting in a different direction. We must continue their line 
of instruction, and study their academic constitutions." f 

In this cautious yet noble spirit, wisdom and experience, study- 
ing the genius and following out the principles of the institution, 

*Page 79. f Page 131. 



22 

have introduced here, from time to lime, various important im- 
provements. Such was the regulation, adopted nearly a century 
ago, which required that each tutor, instead of taking a single 
class, as before, and conducting it through all its studies, should 
instruct the several classes successively, in a particular depart- 
ment of learning ; whereby every tutor would become a more 
able teacher, and all the classes would share alike in the instruc- 
tions of all the tutors. 

The addition of established professors was another great and 
manifest improvement, especially to the extent of the foundations 
laid by Mollis, Hancock, Alford, and Eliot ; whose views not only 
embraced the higher branches of science and learning, but includ- 
ed a'so the great moral interests of the University, demanding, as 
they did, that their several professors should be learned and pious 
men, and by their example, as well as otherwise, should endeav- 
our to encourage and promote true piety, and all the Christian 
virtues. 

There is, doubtless, much truth in the remark of the learned 
author of " Thoughts on the Collegiate System,'' just referred 
to, that " the multiplication of professorships in a college, by 
endowment or otherwise, is, beyond a limited amount, an ambigu- 
ous benefit." For, as he observes, " a small number of able offi- 
cers will teach all that a class of young men can well learn in the 
time, if the labor is well divided." The number might be in- 
creased, " until," as he adds, " the whole system would be a 
perfect nuisance, a superficial going over a multitude of subjects, 
without the acquisition either of knowledge or mental discipline."* 

Whether the just limits as to the number of teachers or the 
variety of studies, provided for undergraduates in this University, 
has been exceeded, it is not within our purpose to inquire ; nor 
shall we presume to determine how far the remark of the same 
sagacious observer, that " changes are from time to time effected 
in our collegiate systems, without, as it would seem, any great 
practical improvement," may be applicable to Harvard. Our 
more immediate concern is with the moral element of the institu- 
tion, and to this our attention must be mainly directed. 

* Page 85. 



23 

In times when many heads teem with original ideas of educa- 
tion, or with notions borrowed from foreign institutions, projects 
of change may be continually expected. But from the view taken 
of such projects by the eminent American author before referred 
to, little encouragement w^ould seem to be afforded for undertaking 
any radical change in our present system of collegiate education. 
After reviewing the various fruitless attempts to establish Gym- 
nasia, or High Schools, Military High Schools, and Manual-La- 
bor Schools, to supply what was believed to be a deficiency in the 
collegiate system, "Nothing remained," he adds, " but to attempt 
to improve the colleges themselves." The learned author pro- 
ceeds to notice the most considerable attempts to improve the 
colleges, made in obedience to suggestions disapproving the study 
of the classics and the higher mathematics, and proposing to sub- 
stitute modern languag3s, history, or natural science ; and then 
observes, " The colleges, so far as I know, which have obeyed 
the suggestions of the public, have failed to find themselves sus- 
tained by the public. The means which it was supposed would 
increase the number of students, in fact, diminished it; and thus 
things gradually, after every variety of trial, have tended to their 
original constitution. So much easier is it," he adds, " to dis- 
cover faults than to amend them ; to point out evils than to remove 
them. And thus have we been taught that the pubhc does not 
always knovi^ what it wants, and that it is not always wise to take 
it at its word." * 

Amidst the various discussions growing out of projects of col- 
legiate reform, here and elsewhere, startling indications have been 
given of a disposition to introduce the free university system of 
Europe, releasing college instructers from the charge of moral dis- 
cipline, and thus prostrating one of the main pillars of the venera- 
ble New England system, estabhshed with Harvard College, and 
since spread over the country, fraught with blessings to every 
rising generation. Let this once be done, and the glory of our 
University as a seat of education will have departed. 

" The free university system," says Dr. Whewell, " is found- 
ed on the doctrine, that there is no university control over the 



* Thoughts on the Present Collegiate System, &c., pp. 10- 13. 



24 

private and social conduct of the student. He is Jeft, like any 
other citizen, to be guided by his own sense of propriety, and 
controlled by the law of the land." * 

The splendor of some of these free universities, as institutions 
of learning and intellectual light, will not blind us to those defects 
of moral discipline, which render them unfit places for the educa- 
tion of youth. We cannot be deaf to the testimony of respecta- 
ble eyewitnesses, who, in proof of these defects, tell us "of 
scholars setting their masters at defiance, and masters, for the sake 
of fees, truckling to their scholars " ; of those who, " if they 
submit to be ruled one hour daily by a professor, rule him and 
every other person during all the rest of the four and twenty " ; 
of " duels fought out in the morning " ; of " renoicnitig,^^ or wild 
irregularities, in which " the spare hours " of the day are spent ; 
of evening carousals, when " the various clans assemble to besot 
themselves with beer and tobacco." f 

" It can hardly be doubted," observes Dr. Whevvell, " that 
the tendency of the free system, if introduced into the English 
universities, would be to corrupt the character and deprave the 
manners of the students." | Can there be a possible doubt that 
such would be its tendency, if introduced into Harvard College ? 
Are not the students, upon their entrance here, generally at that 
very age when their characters and principles are to be essentially 
formed, and when, more than ever, they are in danger from vicious 
example and evil influences ? Do they not, at this critical period, 
peculiarly need a wise, eflicient, and watchful moral care ? With- 
out this, may they not lose the effect of all previous moral and re- 
ligious culture ; the benefit of the anxious efforts bestowed upon 
them by parents and teachers ? Who is there, in the absence of 
parents and early teachers, to exert this indispensable care, but 
those college officers, who are intrusted with the advancement of 
their education, and to whom they most naturally transfer a dutiful 
allegiance ? And how are these officers to discharge their high 
duty, and guard the institution from the inroads of vice and dis- 
order, and make it the residence of virtuous example and good 
influences, but by judicious rules of conduct and manners to be 

» English Univ. Ed., 123. 

f Russell's Tour in Germany, pp. 77, 91. 

X English Univ. Ed., 125. 



25 

observed by the students, and, if necessary, strictly enforced, 
together with suitable moral and religious instruction and influence ? 
Such a course of discipline is manifestly alike indispensable at all 
times, however the mode of enforcing it, or of inducing the stu- 
dents to a corresponding conduct, may vary. 

It is with extreme regret that we notice doubts as to the expe- 
diency of sustaining the system of college residence and discipline, 
to which we feel so reverently attached, expressed in " Thoughts 
on the Collegiate System," already repeatedly referred to, — a work 
which so justly appreciates the paramount importance of moral 
character in the education of the young, and which is so well cal- 
culated, by its force of argument and eloquence, to infuse new en- 
ergy of conscience and of action into public bodies charged with 
the care of our collegiate institutions. 

" I have been led to doubt," says this admired author, " the 
wisdom of our present system, in respect to residence and disci- 
pline. I cannot perceive its advantages so clearly as most per- 
sons who are interested in collegiate education ; and I seem to 
myself to foresee advantages in a change, which others may not so 
readily admit." * 

The fundamental importance of the question, in its relation to 
our University, requires that we should pay some attention to the 
views entertained of it by so profound a writer and thinker on the 
subject of morals as well as of education, whose very doubts, 
coming from so high a source, have the weight of arguments with 
all who are predisposed to receive them. '■'■ Amicus Plato, — 
magis tamen arnica Veritas.''^ We can only glance at some of the 
principal objections suggested by him, and consider them in their 
application to Harvard University. 

The first we shall notice is that common objection of the waste 
of funds invested " in bricks and mortar," which might have been 
more wisely used in establishing libraries and professorships. 
But, as we believe, for these purposes alone, such funds would 
not have been obtained. The people of New England identify 
the existence of a college with that of appropriate edifices. 
Accustomed to rear costly temples to religion and to public jus- 

* Pase 130. 



26 

lice, and to build palaces for mammon, they have no reluctance, 
if convinced a college is needed, to aid in the erection of suitable 
buildings. Having erected these, they the more readily provide 
funds for professorships and libraries ; and thus " bricks and mor- 
tar," instead of obstructing these essential objects, lead direcdy to 
their attainment. It is, moreover, now confessedly too late to 
remedy the evil, if it be one. " I by no means suppose it prac- 
ticable," observes the author, " or even wise were it practicable, 
to transform all our colleges at once. The funds have been thus 
appropriated, and they cannot be recalled." 

The objection, that the same rules of discipline must exist for 
students of different ages, and that, if suitable for the very young, 
they must be unsuitable for the older, appears to have little 
weight. For the main design of such rules is, to lead the young 
to pursue that course of conduct and study, which right reason 
directs all to pursue ; and, therefore, in complying with them, the 
older do but follow their own right reason. Besides, there can 
be no insuperable difficulty in adapting regulations, so far as may 
be necessary, to the age of the pupil. 

As little weight attaches to the objection, that our college build- 
ings are not constructed like those of the English universities, 
with a view to supervision and discipline, being " open from the 
beginning of the term to the end of it, by day and by night." 
Bolts and bars are no longer relied on as means of moral disci- 
pline. The spirit of our day looks to the mind and the heart, and 
seeks through the affections and the conscience to move the springs 
of action. 

The objection grounded on the moral dangers to the young, 
arising from their being so intimately associated in a community by 
itself, guided by its own " unwritten code," and in large numbers, 
of whom not a few may have been already addicted to habits of 
vice, is of a graver character, and demands a more extended notice. 

These dangers are not peculiar to bodies of students, still less to 
students resident within college walls ; common boarding-houses, 
certainly, would not exclude them. The true remedy is to be 
sought in counteracting influences ; and such influences, we know, 
exist in great strength at this University, and might, doubtless, be 
rendered yet more predominant. 



27 

Entering college with good moral characters, and full of youth- 
ful aspirations, a vast majority of every class are ardent for virtue 
as well as for learning, and helpers of each other's joy and pro- 
gress. If, as suggested, "older residents influence for evil those 
who have more recently entered," other older residents there are, 
of greater power and attraction, to influence for good. What in- 
genuous youth of Harvard ever failed to find in other classes, as 
well as in his own, lights and guides to cheer him on his way, 
models of virtue and scholarship to elevate his motives and his 
ambition .'' 

But the wicked, it is said, " are much more zealous in making 
proselytes than the virtuous." This we doubt. The moral en- 
ergies of the people, so easily awakened in the cause of philanthro- 
py, show the activity of virtue and benevolence ; and none are 
more susceptible of sympathy in any such cause, than young men 
in the higher stages of their education ; a sympathy, which, when 
properly directed and cherished, shields them from a thousand 
temptations. 

We are told, too, of " the waste of time which must result 
from frivolous conversation, where the opportunities of conversa- 
tion are so abundant." But this, as we conceive, is not attributable 
to collegians more than to other young persons, nor to the young 
alone ; older men, congregated in less numbers, have always been 
liable to the like charge, from the curious quid-nuncs whom St. 
Paul encountered at Athens, to the last meeting on 'change. 

Nothing, indeed, is more natural, than for youth of studious 
minds and buoyant spirits desipere in loco, — in their hours of 
relaxation, to love the 

" Sport that wrinkled care derides, 
And laughter holding both his sides." 

But, if abundant opportunities for conversation lead to excess of 
frivolous talk, they lead also to much intellectual converse equally 
rational and instructive. The memorable remark of INIr. Fox, 
that he had been more instructed by his friend Burke, than by all 
other men and books put together, strikingly illustrates the value 
of that mutual improvement which results from the companionship 
and familiar intercourse of intelligent minds. Young friends and 
fellow-students, frank and confiding, are open as the day to each 



28 

other. Their mental acquirements become common property. 
Every individual, among many classmates, has many minds, instead 
of one only, at work for his improvement. A learned jurist, of the 
London University, observes, that " young men, as far as their 
mutual information extends, are the best professors for each 
other." * 

Thus, in addition to all that the students obtain from college 
professors and teachers, they make continual advancement among 
themselves, both in knowledge and virtue, by mutual excitement, 
mutual instruction, and mutual influence ; a fact which should 
make us less anxious to fill up with stated exercises the whole 
time of the more talented students in college. It has been re- 
marked by a most competent judge, that a very great excellence 
of the English universities lies in the degree to which they call 
out voluntary energies and con amore study, — not oppressing the 
mind by enforcing too many studies at once, — the lecturers being 
few, and the tutors rather directing and assisting the study of 
books, than presenting themselves instead of books. f 

The important practical advantages resulting to the scholar at 
college from social and liberal intercourse with numerous fellow- 
students are justly acknowledged ; " In the friction of a college 
life" his peculiarities "are rubbed off, and the man, with his 
practical faculties quickened, and his own self-estimation recti- 
fied, is the better prepared to act his part on the theatre of.life." 

As to the ordinary influences of society, from which resident 
collegians are said to be excluded, the students of Harvard appear 
to enjoy them in quite as high a degree, as would seem consistent 
with academic retirement and study. Nor are they beyond the 
reach of public opinion, — a public opinion sound and weighty, 
emanating from our enlightened metropolis, where the true inter- 
ests of the University have always been well understood and 
warmly cherished. 

The reciprocal influence of Harvard College and the city of 
Boston has in all times been alike powerful and beneficial, espe- 
cially as exerted through a learned and noble-spirited clergy, 
faithful sons of the college. May the aids of such a clergy never 

* Professor Amos. f ^ Huber and Newman's Hist. Eng. Univ., 362. 



29 

be withheld or decHned ! May future Cohnans, Mayhevvs, Eliots, 
Kirklands, Channings, Buckminsters, and Wares continue to 
rise up and bless the University by their social, literary, and 
religious influence, as well as by their wisdom and personal 
exertions ! 

The exalted spirits of holy and renowned men, — sages, patriots, 
and philanthropists, — who have consecrated the venerable walls 
of Harvard by their presence, their studies, and their prayers, 
shed a sacred and ennobling influence over the place ; an in- 
fluence felt by every youth who follows them here, and who is 
blest with a particle of genius or of sensibility. Such was the 
influence which inspired Lowth, as he " breathed the same 
atmosphere that the Hookers, the Chillingworths, and the Lockes 
had breathed before" ; such the " powerful incentive to learning, 
— the Genius of the ylace,^^ — for which Johnson extols the 
English universities, and which, as we are reminded by him, 
Cicero experienced at Athens, when he contemplated the porticos 
where Socrates sat, and the laurel-groves where Plato disputed. 

The full effect of these various beneficent influences upon the 
students may sometimes be prevented by the intenser agency of 
their own social community, governed by a sort of common law, 
that " unwritten code," of immemorial usage, which, if not the 
perfection of reason, rises above it in power, yet is, itself, re- 
strained and modified by the force of public opinion. Inwrought 
with the whole framework of college life, and having for its pro- 
fessed object the security of mutual confidence, it controls the 
loftiest as well as the meekest spirits, and enlists the strongest sym- 
pathy of honorable minds. Though liable, at any time, to come 
into conflict with rightful authority, and occasionally to produce 
excitement and tumult, its ordinary tendency is to aid the high 
functions of discipline, by promoting the generous and manly 
virtues ; frowning, as it so invariably does, not only upon all ob- 
trusive vanity, affectation, and superciliousness, but upon every 
thing selfish, mean, hypocritical, and depraved. Its evil con- 
sequences, whatever they may be, are limited to the college 
relation, and generally cease with the college residence ; while its 
benefits, affecting the mind and whole character of the student, 
follow him into life, and become enduring. The tempests of 



30 

excitement, and even of passion, pass over him with little injury, 
sometimes with good effect. It is the worm of corruption gnaw- 
ing at the root of virtue, and the mildews of vicious indulgence 
blasting its fruits, that are so fatal to youth and to manhood. 

Thus it appears, I think, of how little weight are the objections 
to which the system of college residence and discipline is liable, 
in their application to Harvard University, and how entirely they 
are overcome by higher considerations. In these respects, there- 
fore, we want no change, and, least of all, such a change as the 
free system would bring us. 

We rejoice in every act which raises the dignity and extends 
the usefulness of our time-honored University. Her professional 
schools are public blessings. That of the Law, the most recently 
established, cannot fail to be instrumental in spreading through the 
country those sound and broad principles of jurisprudence, not 
unmingled with New England influence, which are the safeguard 
of the Constitution and the Federal Union. If need be, let a 
school of Philosophy be added, which may answer the wish, 
sometimes expressed, that every American college might be a sort 
of Lowell Institute to the region in which it is placed. But let 
our Mma Mater never forget her first love ; let nothing ever 
interfere with her original and main design, the education of youth, 
the training up of wise and good men and ripe scholars, to be 
guides of their countrymen and ornaments of mankind. 

Out of the heart are the issues of life. The wisest philosophers 
and teachers, of all ages and nations. Gentile, Jew, and Christian, 
Plato and Plutarch, not less than Solomon and Paul, have at- 
tached the highest importance to moral culture, to the training of 
the young in the way in which they should go. 

Nor is this doctrine confined to professed teachers and philoso- 
phers. Profound and practical jurists, who, in the course of 
their studies and duties, take the keenest glances into human 
nature, still more emphatically proclaim it. " Nothing," says an 
eminent Knglish justice, of the last century, " is more pestilent 
than powers of intellect undisciplined by virtue." * A more emi- 
nent justice of the United States, chief justice really, if not 

3 Hardinge's Works, 136. 



31 

executively, inculcating, in his address to a grand jury, the indis- 
pensable necessity of morals and intelligence to a republican 
people, declares, in a loftier tone and with characteristic energy, 
that " intellect disunited from morals operates like a tornado, 
destroying every thing in its course, to accomplish its own selfish 
and wicked purposes." * 

Thus it would seem, that to cultivate the intellect without 
morals might prove a curse, not a blessing, to mankind ; it might 
but help the ravening wolf to his sheep's clothing, and enable the 
roving lion to find, as well as seek, whom he may devour. 

" Virtus clara ceternaque,'^ is the voice of ancient philosophy. 
" Add to your faith, virtue," is the injunction of divine wisdom. 
This it is which ennobles life, its acquisitions, its enjoyments, and 
its hopes. This gives dignity to the cottage, honor to the palace, 
and happiness to both. Moral beauty lends a charm to all other 
beauty. Moral and religious feeling and principle, deep in the 
hearts of the people, is the foundation on which rests securely the 
fabric of a free government and free institutions. 

Every thing in the situation and prospects of our country adds 
force to these everlasting truths. Moral and religious principle is 
the crying want of our countrymen, throughout their wide-spread 
borders, their multiplied marts of business, their rapidly extending 
channels of communication and intercourse, and not less in their 
public than in their private concerns. Where the people had a 
right to look for models of wisdom and virtue, they have found 
examples to be shunned and detested. When did the proud 
capltol of our nation more need the presence of sobriety and 
patriotism ? When was pohtical profligacy more openly avowed ? 
When has ambition in high places borne a more shameless front ? 
What a contrast to the moral grandeur of an Aristides, an Anto- 
ninus, an Alfred, a Washington ! What a contrast, indeed, to 
the public virtue of those many sons of Harvard, who have re- 
ceived the high confidence of their country, and left no footprints 
at the national capltol but those of fidelity and honor ! Upright and 
able men raised to authority, are as lights set on high, shining far 
around. If this light be darkness, " how great is that darkness ! " 

* Mr. Justice Story, at Providence, Nov. 1843. 



32 

Tlie influence of all eminent good characters distils as the dew, 
as the small rain upon the tender herb, as the showers upon the 
grass. What a calamity, when, for this rain, we have " powder 
and dust " ! 

With exalted satisfaction does our Alma Mater point to her 
Adamses, her Quincys, her Sewalls, her Lowells, her Strongs, 
her Pickerings, her Parsonses, her Ameses, with innumerable 
others, among the living as well as the dead, who have imparted 
the purest dignity to the honors conferred upon them, and whose 
names adorn alike the country's annals and her own. 

Brethren, we can have no doubts as to the infinite value of a 
moral education ; and we may rely with confidence on the effec- 
tive agency, in promoting it, of that system of residence and dis- 
cipline which has prevailed in Harvard University, and been so 
nobly tested by its results. 

It becomes, then, an interesting inquiry, how this system shall 
be maintained in its full vigor and effect. 

Various ancient modes of enforcing college discipline have been 
discarded, never to be resumed. That once paternal and effica- 
cious mode, almost identified with the wisdom of Solojnon, — 
brought by our learned fathers from the English universities, from 
the country where it is said to have been an axiom, that " he who 
has never felt the 6irc/i should never wear the bays,^^ — would 
now be intolerable. Other modes, partaking of the same spirit of 
coercion, are found to be so vexatious and unsatisfactory, as well as 
opposed to the prevalent spirit of the age, that thoughts have been 
entertained of abandoning the system altogether. But, before 
resorting to an alternative so disastrous, so fatal to the rising virtue 
and to the best hopes of the country, we ought to ascertain if the 
spirit of the age will not supply us with a complete substitute for 
all that it takes away. Before giving up the ship, we should at 
least try what may be done by shifting and trimming the sails. 

Both in the 'means of preventing vice and disorder among 
collegians, and in the motives inciting them to virtuous and manly 
conduct, the present times afford us power far beyond the past, 
if we will but practise a little of the martyr spirit of the past in 
exerting the power. The object demands much of this blessed 



33 

spirit. The prevention of evil saves us not only from the painful 
task of applying its remedy, but from all the sad consequences of 
evil. 

In the biography of the celebrated Archbishop Whitgift, we 
are told, that, while he was master of Trinity College, Cambridge, 
" He usually dined and supped in the common hall, as well to have 
a watchful eye over the scholars, and to keep them in a mannerly 
obedience, as by his example to teach them to be contented with 
a scholarlike college diet."* Governor Winthrop tells us, in his 
Journal, that " the magistrates and elders who were present at the 
first Commencement here, in 1642, dined at the College with the 
scholars' ordinary commons ; which was done," he adds, " of 
purpose for the students' encouragement, and it gave good content 
to all."t 

Had the considerate care and self-denying virtue indicated by 
Whitgift and Winthrop, the spirit of which never wants scope for 
action, always been in exercise here, with the power of sobriety 
which the moral discoveries of our day have supplied, the history 
of the University would have contained fewer dark pages, and its 
catalogue fewer blighted names. But this saving power was 
unknown, and the martyr spirit died away. 

The " magistrates and elders " who attended Commencements, 
instead of the persuasive example of the first visitors, brought with 
them their contagious habits of festive indulgence. They had not 
learned how to refrain from a luxurious enjoyment of what they 
had forbidden to the students, though doubtless painfully conscious 
of the inconsistency. Hence, having passed laws prohibiting the 
" use of any distilled spirits, or of any such mixed liquors as 
punch or flip," as being the undoubted source of " most of the 
disorders in college," — "Discipline," as a lamented historian of 
the University observes, " took an opportunity to relax its brow "; 
and laws were changed, expressly to permit the students, " in a 
sober manner, to entertain one another and strangers with punch." J 
Punch and alcohol, on Commencement occasions especially, had 
their full triumph ; riotous disorder reared its frightful head, and 

* Paule's Life of Whitgift, 23. f Page 265. 

I Peirce's Hist. Harv. Univ., 217. 
5 



34 

the President and Fellows, to elude the monster, thought it neces- 
sary, at one period, to keep the time of Commencement a secret 
from the punch-loving world. 

Those were times of ignorance, which God winked at ; we live 
in times of knowledge. The great moral discovery of total absti- 
nence from intoxicating drinks has let in a flood of light on this 
subject, and produced a power of miraculous efi^ect, mighty as sim- 
ple, — a power to raise virtue from the grave of intemperance, and 
to save her from ever descending thither ; a power, too, to crush 
the demon of disorder, with all his imps, in their very cradle. 

Nowhere is this beneficent power more welcome than in the 
haunts of the INIuses, who love the peace and harmony it diffuses 
around them ; nowhere is its presence more blessed than among 
scholars, — noble-hearted, high-spirited young scholars, — whose 
inexperience needs its protection, and whose warm blood bears 
not with impunity any degree of stimulated excitement. One de- 
gree leads to another ; and Habit, as described by Dr. Johnson, in 
his beautiful Vision of the Hermit of Teneriffe, appearing only to 
attend those whom she leads, is continually doubling her chains 
upon them, which at first are so slender and so silently fastened, as 
not to be readily perceived. Each link grows tighter, as it is longer 
worn ; and when by continual additions they become so heavy as 
to be felt, they are very frequently too strong to be broken.* 

Who of us can look back upon his classmates, without a most 
melancholy recollection of brilliant talents, generous affections, 
and fond hopes, all blasted by the scorching rays of alcoholic 
excitement .'' There now rises before me the image of a once 
loved classmate, the only son of his mother, the darling child of 
his father, a venerated clergyman, whose heart swelled with grate- 
ful joy at his son's early promise of excellence, but whose gray 
hairs were brought down in sorrow to the grave. And no near 
relative remains on earth, to check the freedom of these allusions, 
or to forbid the tribute which my heart would pay to the memory 
of one, whose life was as full of instruction to others as of unhappi- 
ness to himself. 

When this son of bright promise appeared among us, his pleas- 

* 11 Johnson's Works, 339. 



35 

anry and social qualities attracted notice and regard, while his 
courteous manners and superior gifts of elocution gave him con- 
sequence with his associates. But his judgment was immature, 
and failed him most sadly. He it was who broached the idea of 
a high-go, as being requisite to give us a rank among the classes 
in college ; and he prevailed upon his classmates, generally, to 
assemble at his room, on a winter's evening, to manufacture the 
noble article, bringing with them the necessary tools, in the shape 
of black bottles, well filled. The morning's dawn disclosed the 
glorious result in broken windows, broken bottles, and — broken 
character ! 

The charm of a spotless academic reputation was gone from the 
class. The hero of the scene — but not alone — persisted in his 
maddening course to its fatal close, in mid-age, followed by tears, 
not curses, — this being his one great fault, for which he paid so 
dear. Naturally of a noble and generous disposition, and inherit- 
ing a liberal patrimony, he made what atonement he could to his 
Mma Mater, and by his last will enrolled himself among her dis- 
tinguished benefactors. Peace to his memory ! Honored be his 
virtues, which were all his own. His errors and miseries, and the 
agonies of hearts most dear to him, might have been avoided, had 
but that benign power, now by the good providence of God made 
known to us and placed in our hands, been present to protect him 
in his youthful career. His is but one of a thousand heart-rending 
tales. 

Who, upon these classic grounds, with such facts before him, 
w^ould not be tempted to exclaim, in the magnanimous apostolic 
spirit. If wine make my brother to offend, I will drink no wine 
while the world standeth, lest I make my brother to offend ! 

Over the great gate of the University of Padua, we are told, is 
this inscription : Sic ingredere ut teipso quotidie doctior ; sic egre- 
dere ut indies patrice Christianceque reipublica utilior evadas. * 
An inscription which might well be transferred to our own Univer- 
sity, as a constant memento to every scholar of his lofiy vocation, 
on entering here. But we would accompany it by another, from the 
great moral poet of Rome, as a like monition of duty to all whose 



* 1 Evelyn's Memoirs, 334. 



example may be brought to bear upon the manners or the principles 
of the scholar : JMaxima debelur puero reverentia. The spirit of 
both inscriptions admirably accords with the great design of all 
academic education, and also with the sound axiom of an emi- 
nent English professor, that the teacher exists for the pupil, not the 
pupil for the teacher.* 

The aids and incitements to virtue and manly conduct, which 
the present more than preceding times afford, especially in this 
University, are various and important. We find them in the im- 
proved tone of moral feeling in the community around us ; in the 
higher intellectual and social taste of the neighbouring metropolis ; 
in the consequent purer mutual influence among the collegians 
themselves ; and, above all, in the freer access of the student to 
that cultivated society, which derives its charm from the presence 
of intelligent, refined. Christian woman, and which is so propi- 
tious in its influence upon the sentiments and manners of academic 
youth. Ladies in the immediate vicinity of the University thus 
become its benefactresses, and entitled to the gratitude of its 
friends ; a gratitude which, I am sure, must be cherished in many 
a parent's heart. 

The Theological and Law schools, now attached to the Univer- 
sity, composed principally of the more worthy young graduates, 
can hardly fail to exert a salutary and elevating influence upon the 
students in college. If any of an unworthy description should 
find their way into these schools, and exhibit pestilent examples, 
the proper authorities, whose first duty it is to guard the moral 
well-being of the institution under their care, will assuredly apply 
the simple, effectual remedy, and terminate, at once, their con- 
nection with the University. 

We think of but one aggravated source of adverse influence, — 
which, in justice both to past and present times, we feel bound to 
notice, — the increased devotion to that bewitching weed, attach- 
ment to which was regarded by Dr. Rush as exhibiting the crea- 
ture man in the most absurd and ridiculous light in which he could 
be contemplated ; and the use of which Dr. Franklin, in all his 
long life, never met with any one hardy enough to recommend, 



• 2 Huber and Newman's Hist. Eng. Univ., 382. 



37 

except by his example.* But to this a powerful antidole may be 
found in that ardent love of excellence, with which it is always 
easy to inspire the youthful breast. With all deference to the 
most accomplished devotees, we may rest assured, that no aspiring 
young man, who sets out in life with the noble resolution of Sir 
William Jones, to avail himself of every opportunity to acquire 
valuable accomplishments, will be in any danger of ranking this 
among the number. That lofty sense of independence, the pride 
and boast of collegians, is alone sufficient, rightly directed, to 
raise them above all enslaving customs, and will surely protect 
their moral freedom from the most tyrannical of habits, and enable 
them, in the quaint language of Fuller, ichen they proceed JMasters 
of Arts J to be masters of themselves. 

If, then, the spirit of the age demands, that, in the conduct of 
moral discipline, the whole theory and practice of coercion should 
be materially modified, the circumstances of the age favor the 
introduction of that great improvement which would lead us to 
rely more on moral, social, and personal influence, for engaging 
the obedience and hearty confidence of the student, than on direct 
authority and command ; more on his hopes, his affections, and his 
conscience, than on his fears, and his dread of penal enactments. 

This great impravement, so universally desired, so full of 
promise in its beneficial consequences, can be liable to no objec- 
tion, if it be practicable, if it be possible to accomplish it. " I 
take it," says Lord Bacon, " those things are to be held possible 
which may be done by some person, though not by every one ; 
and which may be done by many, though not by any one ; and 
which may be done in succession of ages, though not within the 
hourglass of one man's life ; and which may be done by public 
designation, though not by private endeavour." f If in any or all 
of these ways the true method of college discipline, that which is 
founded in the best principles of our nature, and which is not only 
most surely effective, but most nobly productive, can be estab- 

* See Dr. Rush's " Observations upon the Influence of the habitual Use of 
Tobacco upon Health, Morals, and Property." 
I 1 Bacon's Works, 75. 



38 

lished, we are bound, from its importance, to regard it as practica- 
ble, and to exert our wisdom and energies to introduce it. And 
have we not the most animating hope of success to encourage us ? 
Look at actual experience in the treatment of adults needing any 
process of discipline. What is the approved, the admired meth- 
od now pursued, to bring back virtue to the criminal heart, reason 
to the disordered mind, or sobriety to the inebriate ? Not by 
severity of discipline and austere treatment, but by assiduous 
kindness, sincere Christian sympathy, and watchfulness. Can it be 
doubted, that a similar bland discipline might be made effectual to 
keep in the right way a body of academic youth, setting out with 
fair characters, already intellectually cultivated, and coming togeth- 
er for the express purpose of higher attainments of education, to 
be pursued under the care and daily inspection of teachers whose 
example is constantly enforcing the effect of instruction ? 

If this is not possible, there must be some deep and radical 
difficulty in our very nature. But " the wisest observers of man's 
nature," says the profound and orthodox Dr. Barrow, " have 
pronounced him to be a creature gentle and sociable, apt to keep 
good order, to observe rules of justice, to embrace any sort of 
virtue ; if well managed, if instructed by good discipline, if guided 
by good example, if living under the influence of wise and virtuous 
governors." * 

From the remarks of another penetrating observer of men and 
of institutions, we should judge that the difficulty lay, not in our 
nature, but rather in the discipline of collegiate institutions as here- 
tofore conducted, at least in other countries. 

" The discipline of colleges and universities," says the author 
of " The Wealth of Nations," " is in general contrived, not for the 
benefit of the students, but for the ease of the masters. Its object 
is, to maintain the authority of the master, and, whether he neglects 
or performs his duty, to oblige the students, in all cases, to behave 
to him as if he performed it with the greatest diligence and ability. 
It seems to presume perfect wisdom and virtue in the one order, 
and the greatest weakness and folly in the other." f 

* 3 Barrow's Works, 83. 

t Vol. II., p. 202. — A more recent English author observes, that, where 



39 

Is it not perfectly natural, that, in all institutions conducted in 
such a spirit, the principle of antagonism between teacher and 
scholar should take deep root and bear its bitter fruits ? that 
mutual suspicions and hateful contestations should be perpetually 
engendered ? To cherish and develope the nobler qualities of 
our nature, in the manner indicated by Dr. Barrow, the opposite 
principle of harmony and mutual confidence must be cultivated 
and made to prevail. 

This doctrine, not that described by Adam Smith, we rejoice 
to learn, is now inculcated at the English universities. " Personal 
intercourse, to a considerable extent," says Dr. Whewell, of 
Cambridge, " is absolutely requisite to the efficacy of college 
punishments. Many persons would prefer a system in which 
certain fixed punishments should be applied according to certain 
fixed rules ; but the proper reply to the proposal of such a scheme 
would be, that there are no punishments, which, so administered, 
can answer the purpose of punishment."* Professor Newman, 
formerly a fellow of Oxford, the learned editor of Ruber's " His- 
tory of the English Universities," says : " If that [ree and kindly 
intercourse between the resident fellows and the undergraduates, 
in which the noblest natures most delight, were fostered, instead of 
being thwarted by tradition and precedent, a large part of the 
fellows would naturally bear the place of elder brothers to the 
undergraduates ; and," he adds, " there appears every reason to 
believe that the sympathy of the undergraduates with the more 
elevated minds of the fellows has contributed largely to the moral 
progress made in the last fifteen years." Professor Newman 
justly estimates what he so truly describes, — " that simple acting 
of heart on heart and conscience on conscience, which is God's 
great instrument for regenerating society, and for the training up 
of youth ; without which," he continues, " college restraints on 
high-spirited young men cannot be of any moral benefit."! 

the police of the University is vested in its public teachers, if they are alto- 
gether independent of the students, "it is almost impossible to prevent it from 
degenerating into the most insolent and vexatious tyranny." — 1 Bower''s 
Hist. Edin. Univ., 21. 

* English Univ. Ed., 94. 

t 2 Huber and Newman's Hist. Eng. Univ., 514. 



40 

Is not the same generous doctrine recommended in our own 
University by all past experience, as well as by our present en- 
lightened views ? Has not the success of individual college offi- 
cers, acting upon this doctrine, often shown what might be hoped 
from the cooperation of all ? 

It was the good fortune of my class, upon their entrance into 
college, to be welcomed by their particular tutor with such aflable 
kindness and cordial sympathy, as engaged at once their confi- 
dence and affection, and opened to their minds a channel of 
delightful influence. This was so increased by his real interest in 
their welfare, manifested in all his intercourse with them, that I 
verily believe that a whisper of advice or rebuke from him would 
have had more power over their wills than all the thunders of the 
Vatican. His affectionate interest continued to the last moment 
of his too short connection with us. When about to leave the 
University for the Christian ministry, he called us around him in 
his room, and gave us his farewell blessing. I see him still, as he 
stood before us, in his own benignant look and manner, imparting 
to us his precious counsels of mingled love and wisdom, — coun- 
sels lost upon none of our hearts, and indelibly impressed, I know, 
on at least one. 

Such was Tutor Kirkland ; and he made use of no magic 
but that which is in every man's power, — the magic of the human 
heart. 

This natural magic it is, which, rightly understood and applied, 
makes the task of moral discipline, instead of being irksome and 
fruitless, easy and effective, — a congenial as well as necessary 
part of every process of academic instruction, and a work of deep 
interest and satisfaction, " in which the noblest natures most 
delight." 

To unfold the principles of this magical power of the heart, and 
teach their application, to illustrate its importance in opening and 
invigorating the moral nature of the young, and preparing a soil 
for the noble and manly virtues to take root and attain their most 
generous growth, is an object worthy of the most profound attention. 

Let the next foundation laid here in aid of education be a Pro- 
fessorship of the Philosophy of the Heart and the JMoral Life. 
Would not light emanate from such a source to guide in their du- 



41 

ties all who are connected with the University, legislators, gover- 
nors, teachers, students, Alumni ? Might not a lofty and pervading 
spirit be diffused, uniting all more closely, more earnestly, and 
more intelligently in their aims and efforts to educate the true man, 
as well as to produce the fine scholar ? 

The teacher, more especially, in pursuing his high vocation, has 
to deal with the heart, not less than with the mind, of his pupil ; 
and he must understand and move the springs of moral action, as 
well as the povi^ers of thought. His agency in improving and en- 
nobling the character may be of more worth than all his other 
instructions. And who can so well touch the affections and direct 
the conscience as he who trains the faculties and stores the mind 
with knowledge .'' Who can so well develope the active virtues 
and mould the character as he who thus has familiar access to the 
intellect, the affections, and the conscience ? 

, No durable channel of virtuous influence can be opened to the 
heart but through the mind ; nor can the mind itself receive its 
highest cultivation without a moral reaction from the heart. " The 
fatal influence," says an illustrious British scholar and statesman, 
" of a bad disposition, of loose principles, of unworthy feelings, 
over the intellectual powers, is an important chapter in psychol- 
ogy as well as in ethics." * 

No system, or course of instruction, therefore, which excludes 
moral culture and discipline, can be entitled to the name of educa- 
tion. Whatever else it may be, or may be called, whether vari- 
ous knowledge, sublime philosophy, splendid erudition, or brilliant 
illustrations of science, it is not education. 

All this our fathers well understood, and, in their collegiate sys- 
tem, placed side by side letters and morals, studies and prayers, 
intellectual and moral discipline, uniting indissolubly solid learning 
and enlightened piety, as the true foundation of excellence in 
scholarship and in character. 

Young Alumni ! Ye who are entering upon the active career, 
which we of the last century are closing, be faithful to your high 
responsibilities. Expect a more arduous career than that of your 

* Lord Brougham's Sketch of Miraheau. 
6 



42 

predecessors. Make it a nobler one. Tlie country more imper- 
atively demands of her educated men magnanimous virtue and in- 
corruptible principle ; a power of example and influence, that will 
strengthen and elevate the moral nature of the people and the 
moral character of the government, put to shame all profligacy and 
disorder, and carry a stinging rebuke to that inebriated disorder, 
which, driven from the lower places of society, seems to have fled 
to the highest, mingling its ravings with the debates of grave 
legislators. 

Answer the country's demand ; first, in yourselves, by your 
own bright example irradiating your various walks of public and 
private duty ; seeking the honor of men more than of office, and 
of God than^either ; valiant in Christian virtue, come the reward 
when it will. Answer it next, by your persevering exertions to 
enable your Jllma Mater more fully than ever to meet the same 
high demand. Your predecessors have done much for the enlarge-, 
ment of her intellectual ability ; be it your chief care to remove 
every obstacle in the way of her moral power, that she may save 
all her sons to virtue and to honor, blessings to themselves and to 
the world. 

Remember the emphatic declaration, made by the honored head 
of your University, on a solemn occasion, to the inhabitants of 
his native city : " The great comprehensive truths, written in 
letters of living light, on every page of our history, — addressed 
by every past age of New England to all future ages, are these : — 
Human happiness has no perfect security but freedom ; freedom 
none but virtue ; virtue none but knowledge ; and neither freedom, 
nor virtue, nor knowledge, has any vigor or immortal hope, ex- 
cept in the principles of the Christian faith, and in the sanctions 
of the Christian religion." * 

Here, brothers, we see the foundation on which the fathers of 
New England built their College, and rested their hopes. Keep 
the University fixed immovably on the same foundation, and it 
will stand for ever ; for it is founded on a rock, — the Rock of 
Ages. 

* Centennial Address, 1830. 



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